Ed 4134 Item1 Vygotsky

Lev Vygotsky 1896-1934

Descriptive Reflection

Vygotsky describes learning as a life long process, which is dependent on social interaction with peers or adults leading to further cognitive development, known as social development theory of learning. A student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The distance between the level of achievement of the student in isolation and level from guidance or collaboration is called the zone of proximal development. The aim in using this type of learning is for a student to participate in tasks that focus on their current development level (learning framework – scaffold) and move towards a level that is just above their current understanding. This works when the partners that are problem solving together are on different developmental levels and the higher level partner is aware of the lower’s level and they work together without one dominating the task (Riddle, 1999)


Critical Reflection

The advancements of a student’s developmental ability should be a step that is not too large for them to grasp at one sitting or the understanding may be somewhat blurred. In this type of collaboration the peers have a greater influence on the individual student than in some of the other learning theories. I feel that I would use some parts of Vygotsky’s ideas in my own teaching especially the group collaboration, which offers students other ways of advancing their development. I also feel that scaffolding is a natural process of finding more information or gaining more understanding of different subjects or issues.

References:

Riddle, E, M. (1999). Lev Vygotsky’s Social Development Theory. Retrieved on April 03, 2007, from http://tonymcarthur.edublogs.org/files/2007/03/vygotsky1.htm

ED 4134 Item1 Piaget

Jean Piaget 1896-1980

Descriptive Reflection

Piaget constructed a theory of development that states that the “growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower, less logical means into higher more powerful ones up to adulthood.” Piaget lists the key concepts of his theory of development as follows:

• The Sensorimotor Period (birth to 2 years)
• Preoperational Thought (2 to 6/7 years)
• Concrete Operations (6/7 to 11/12 years)
• Formal Operations (11/12 to adult)

The cognitive changes that take place during these periods range from using only motor reflexes to think and see the world (no speech), through to being capable of thinking logically and abstractly. The way Piaget believes that this occurs is through a process of equilibrium, where a child is content with their thoughts, then become aware that the way they have been thinking is not advanced enough, finally the cognitive changes occur and the child advances through to the next stage of development. This theory of learning can also be placed in the category of “constructivism” as the process of development is a continual self-construction of knowledge for the individual (Silverthorn, 1999).

Critical Reflection

I find that Piaget’s theory gives a clear overview of the various stages of development referring to the individual’s age and development level. I feel these concepts can been used in the planning and application of student learning in all areas, however I also feel that by solely using this theory learning will not be at full efficiency.

References:

Silverthorn, P. (1999). Jean Piaget’s Theory of Development. Retrieved on April 03, 2007, from
http://tonymcarthur.edublogs.org/files/2007/03/piaget.htm

ED 4134 Item1 Bruner

Jerome Bruner 1915-

Descriptive Reflection

Bruner believes that any individual from a young age through to adult has the potential to understand any material through proper guidance and well organised instruction. This contrasts Piaget’s view that individual’s learn specific skills and knowledge at different stages of development (Wikipedia, 2007). Bruner’s theoretical framework has a theme that learning is an active process in which learners construct new ideas or concepts based upon their current and past knowledge. The learner selects and transforms information, constructs hypothesis, and makes decision, relying on cognitive structure to do so (constructivist, 2007). These points put this theory into the “constructivist” category. Bruner states that a theory of instruction should address four major aspects:

• Predisposition towards learning - Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness)

• The ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner

• The most effective sequences in which to present material

• Good methods for structuring knowledge should result in simplifying, generating new propositions, and increasing the manipulation of information – going beyond the information given

Critical Reflection

I feel that Bruner’s theory of instruction is more open minded than Piaget’s theory. I refer to Bruner’s idea that anyone can learn anything with the proper instruction regardless of age or developmental stage, as proposed by Piaget. This point about proper instruction makes me think more about the way I would like to structure my teachings, in a way that all students want to learn and can do so by what is taking place in the classroom.

References:

Wikipedia, Retrieved on April 03, 2007, from http://en.wikipedia.org/wiki/Jerome_Bruner

Ferrer, M. Constructivist. Retrieved on April 03, 2007, from
http://www.west.net/~ger/Orientation/constructivist.html

ED 4134 Item1 Hattie

John Hattie

Hattie researched the influences on student learning and shows that teachers have a 30% influence on the student. This figure is placed second to the students’ themselves, and therefore Hattie explained that it was important to study the variations between expert and experienced (non-expert) teachers by listing a variety of dimension that affect learning outcomes. The studies show that there are three dimensions that separate expert from experienced teachers, these are listed below:

• Challenge – Expert teachers set challenging goals and have students engage in doing these type of challenging task more often than non-experts.

• Deep Representation – Expert teachers combine new subject matter content knowledge with students existing knowledge, can relate current lesson content to other subjects in the curriculum and adapt lessons to student needs and goals.

• Monitoring and Feedback – Expert teachers anticipate and prevent disturbances from occurring whereas non-experts tend to correct already existing disturbances. Experts have more anticipation, which allows them to determine when students lose interest or are not understanding. They also filter information better and give greater feedback. Feedback is shown in the studies as the most powerful single moderator that enhances achievement (Hattie, 2003).

Critical Reflection

In Hattie’s graph of achievement variance the Teacher has a 30% influence on the student’s learning and peers between 5-10%. If Vygotsky arranged this graph it may look different. I feel the peer influence on the student would be closer to 20% as Vygotsky’s process of development are based around social interaction, which involves many peer to peer tasks. However if the figure for peer influence on student’s increases by 10% then what would happen to the rest of the graph. Would the Teacher decrease by 10%, unlikely but something else would change in Vygotsky’s mind.

References:

Hattie, J. (2003). Teachers Make a Difference: What is the research evidence? Retrieved on April 03, 2007, from
http://tonymcarthur.edublogs.org/files/2007/02/hattie_teachers_make_a_difference.pdf

ED 4134 Item1 Glasser

William Glasser 1925-

Glasser’s “choice theory” explains that humans choose their own behaviours, which are driven by our genes to satisfy five basic needs:

• Survival
• Love and Belonging
• Power
• Freedom
• Fun

He also expresses that love and belonging is the most important of these needs, for without this element one becomes disconnected. In being disconnected almost all human problems are caused, such as mental illness, drug addiction, violence, crime, school failure, spousal and child abuse, and more. Glasser also formed 10 principles of his choice theory, which are listed below:

1. The only person whose behaviour we can control is our own

2. All we can give another person is information

3. All long-lasting psychological problems are relationship problems

4. The problem relationship is always part of our personal life

5. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future

6. We can only satisfy our needs by satisfying the pictures in/of our Quality World

7. All we do is behave

8. Al behaviour is Total Behaviour and is made up of four components: acting, thinking, feeling and physiology

9. All Total Behaviour is chosen, but we only have direct control over the acting and thinking components. We can control our feeling and physiology indirectly through how we choose to act and think

10. All Total Behaviour is designated by verbs and named by the part that is the most recognisable (Glasser)

Critical Reflection

Glasser makes a point about satisfying our basic needs as a reason for the way that people behave, and that we can control our behaviour in the way we act and think. As a teacher I feel it is important to understand the reasons why students behave the way they do in different situations, so the teacher can monitored the students during lessons with more anticipation and intuition.

References:

Glasser, W. Choice Theory. Retrieved on April 03, 2007, from
http://www.wglasser.com/whatisct.htm

ED 4236 Planning, Pedagogy & Assessment

Assignment 1

" Why do you bother? "

This is a personal reflection that will attempt to answer the question “why do you bother” asked by the student within the class room. This reflection will use references to my own thoughts on the matter as well as distinct teaching philosophies and ideas from a range of sources.


After reflecting on the question asked by the student I felt that the best way to answer this would be to explain why I enjoy teaching, even when I have a class that is full of highly distracted teenagers, as well as explaining how my teaching is also of benefit to the student.


While expressing why I enjoyed teaching to the student I would try to explain that this joy comes from being able to watch the progress of students' as they arrive at new realisations. I can share a range of knowledge to students’ about music and sound and by my teaching I want to pass on this love for the subject that I feel, so that each student will wish to learn more about it. I also feel that I am a good role model for the students’ for not only am I passionate about the subject that I teach but I also believe in showing respect for all students and colleagues.


The circumstances outside of the classroom including the rain and any other variances can affect the students’ motivation and focus. Inside the classroom there can be many variables such as the untidiness from students’ lunches, scattered chairs and the smelly bin all of which were clear distractions. Asking students’ to rearrange the room was an act of bringing structure back into the classroom and student focus. Cleaning up the messy room is also symbolic and in a subtle way teaches students’ how to make clarity out of jumble.


As a teacher it is important not to bring your personal life and thoughts into the classroom, focussing more on what you are about to teach. I understand that it is my role to facilitate the students’ learning so that they can understand the information that is presented, gaining new knowledge and skills that can be used outside the classroom.


My teaching also aims to have students answer in a more complex logic by listening to multiple perspectives within the classroom, participating in discussions and making decisions using a variety of skills, which they have acquired from prior personal experiences (Jonassen, 1994). By introducing the idea that information about the world is continually being assessed and redrawn, I expect students to become more motivated in their own learning and come to an understanding of how to be an “independent life-long learner”. (Some of the above principles were introduced by Tony McArthur and Katherine Cleary of Notre Dame University during workshops about teaching, learning and pedagogy, March 2007).


Piaget (1999) believes that high school students through to adults should strive to be capable of thinking logically and abstractly, as well as reasoning theoretically. When a person is able to do these things they are more equipped for making good decisions in the real world.

(Picture 1: Teacher facilitating a group discussion with students offering multiple perspectives on an issue. BCDA)

The methods of teaching and learning highlighted above are also known as constructivism where “learners assume the responsibilities of their own learning, they have to develop abilities to monitor and direct their own learning and performance”. (Wana, 1995). This type of learning takes the students on an adventure where they are guided by each other and the teacher, rather than other learning methods which limit the students thought process by not considering other perspectives or searching through unknown knowledge.


During the class I got the students down to work because I know there is an endless amount of knowledge that they can sink their teeth into to learn more about their world and to add to prior learning. I want my students’ to immerse themselves in the information that is being offered and disregard their surroundings that can be distractive including text messaging and doing homework for other classes.
Once they are completely absorbed in the work that I have given them the students’ will be in the “zone of proximal development”, where I can assess their knowledge and skills in the area of study they are focussing on and facilitate their potential for development in this area (Vygotsky, 1999).


In conclusion I feel that I have answered the student’s question "why do you bother?" in such a way that shows how the teacher facilitates student learning and gives them skills to make good decisions about their world. In closing I leave this question "why wouldn't I bother?"


References:

Jonassen, D. (1994). Characteristics of Constructivism. Retrieved
March 05, 2007, from http://tonymcarthur.edublogs.org/files/2007/03/characteristics.html

Piaget, J. (1999). Jean Piaget’s Theory of Development. Retrieved
March 06, 2007, from http://tonymcarthur.edublogs.org/files/2007/03/piaget.htm

Wana, J, Y. (1995). CSCL Theories: Constructivism Theory. Retrieved
March 04, 2007, from
http://www.edb.utexas.edu/csclstudent/Dhsiao/theories.html#construct

Vygotsky, L. (1999). Lev Vygotsky’s Social Development Theory.
Retrieved March 10, 2007, from
http://tonymcarthur.edublogs.org/files/2007/03/vygotsky1.htm

Picture 1: Bedford High School Entrepreneurial class teaches real-world lessons. Retrieved March 10, 2007, from
http://www.bcda.org/opportunities/bedford.php